Completion of knowledge codification: an illustration through the ISO 9000 standards implementation process   总被引：1，自引：0，他引：1  

Danile Bnzech  Gilles Lambert  Blandine Lanoux  Christophe Lerch  Jocelyne Loos-Baroin 《Research Policy》2001,30(9)

This paper looks at the role played by the ISO 9000 registration process in contributing to the knowledge codification within the firms. The ISO 9000 standards concern the way a company should elaborate a quality system by providing guidelines and models. They are considered as a code, i.e. a common language, which leads to communication and industrial relationship. This paper focuses on how this code might be used within the firms to enhance knowledge codification. It explains the standards implementation process by studying the three steps needed to complete codification within the firm: (1) the starting point of the implementation; (2) the subject of the codification, that means the material and behavioural characteristics of the production process; (3) the impact of the ISO 9000 implementation on knowledge accumulation within the firm. This paper addresses the fact that the ISO implementation is related to knowledge codification through a learning process, which includes both individual and collective knowledge conversions.  相似文献   

Ethnotheories of development and education: A view from different cultures     

Blandine Bril  Martine Zack  Estelle Nkounkou-Hombessa 《European Journal of Psychology of Education - EJPE》1989,4(2):307-318

Cultures differ according to the type of competences adults encourage in infants, the age at which these competences should be acquired and the level of expertise that should be reached (Hess & al., 1980). Consequently, three main criteria are involved in the shaping of the infant’s environment: the age at which some particular behavior are expected, the presume most appropriate time to initiate various activities with the infant, and the beliefs in the possibility of influencing some aspects of development. To discuss this problem we worked on naive conception of development assessed through semi-structured interviews and focussed questionnaires. Data were collected in 3 cultures: French, Bambara (Mali) and Bakongo (Kongo-Brazzaville). The results show that Bambara and Bakongo mothers have clear cut idea of development and relevant educational practices that rely upon traditional and empirical knowledge about the infant. French mothers are greatly influenced by medical and psychological modern knowledge.  相似文献